Highlighted sentences indicates I'll come back to it after some portion of the game is built...
RUNNING HEAD: ‘BRIAN’S RETURN’ FINAL PROJECT
Brian’s Return
Game Design Document Assignment #5
By Lisa Soderquist Weatherby and Vanita Gupta
April 12, 2011
Prepared for Dr. Qing Li EDER 679.17 University of Calgary Table of Contents Introduction.......................................................................................... Rules to play the game ‘Brian’s Return’.............................................. Rationale and Purpose of the Game.................................................... Ways to use for learning....................................................................... Design Decisions...............................................................………… Our Assumptions.................................................................................. User testing.......................................................................................... Conclusion…………………………………………………............... Game Brochure.................................................................................... References............................................................................................ 1. Background Information - (can write about hatchet and Science and L.A. Connection) 2. Rules to play 'Brian's Return' - (How the game works in Scratch) 3. Ways to Use for learning - ( How someone would use it for learning) 4. Design Decisionsa) Ease of use, and aesthetics (Very streamlined layout. The players can easily see what is going on in all areas of the game. Very easy to understand the game and how to play it. The game is aesthetically pleasing) b)Choice of Learning goals (Extremely well articulated learning goals that best match the game. c)Engagement (Consistent emotional connection or tension / very interesting theme that strongly engages the imagination of the players/ the game was very fun to play)d)Flow and balance (No unnecessary procedures. Very few if any exceptions to rules. Very streamlined. No strategic loopholes. All luck elements are appropriate) 5. Our Assumptions (about the platform, its limitations, frustrations, success...etc) 6. User testing (Research on User testing and how we tested...) 7. Conclusion (the process of game building, how we intend to test it... etc) 8. Brochure (supporting doc and materials) Introduction The goal of this project is to articulate and communicate the intended user experience in building a game and practicing effective digital game based teaching. The purpose of building this game is to integrate it with the curriculum and explore the possibilities of using Commercial Off the Shelf (COTS) games in classrooms. Specific objective of our game ‘Brian’s Return’ is to demonstrate reflective and critical thought about the value of digital game based learning and consider the changes required in education in order to realize the full potential of new teaching and learning technologies focusing on digital games. As Gee argues, “Good video games allow players to be not just passive consumers but also active producers who can customize their own learning experiences.”(Gee, p. 208). By building the game ‘Brian’s Return’ we hope to invite students to play the game and while being this situation customize their experience learning explorations and be able to relate to the novel. We also hope the students are able to relate and remember the parts of the air-plane control surface while playing the game. In this document our intent is also to reconsider the assumptions we made while developing our game, how it differed from our prototype and also record our Aha Moments! Rules to play the game ‘Brian’s Return’: Ways to Use for Learning: The intent of making the digital game `Brian`s Return’ is to help the teachers make their lesson plan simpler yet enticing. We have kept Dr. Gee`s learning principles in mind. “Games can show us how to get people to invest in new identities or roles, which can in turn, become powerful motivators for new and deep learning in classrooms and workplaces”. (Gee, 2003). While working on this project we found our views aligning to the Enactivist approach. As Dr. Li suggests, “ Instead of focusing on a “single best sequence” of lessons for learning (Jonassen, 2001), teachers in enactivist classrooms build a rich learning world with abundant stimulation, but enough limits to guide students toward possible co-evolving patterns. Further, the physical, biological, and electronic systems are carefully crafted to merge together, resulting in a rich learning world.” (Li et al, p.13). Having researched and being convinced about the Enactivist approach, we decided to build a game encompassing multiple subject disciplines such as Aerodynamics, Language Arts, Computer Literacy, Science, Health etc. and suggest ways to use this game for learning while aligning to the Alberta Program of Studies catering to grade six. While playing the game, as Dr. Li suggests, “In this world, students are co-authors and designers of the learning environments toward the possible coevolving patterns.”(p.20). Hence while playing our game, ‘Brian’s Return’ students will not only be able to co-author and design an learning environment, they will also gain an improved understanding of team building, learn how to maintain and manage successful interpersonal relationships in order to collaborate effectively and also take charge of their learning. We will now demonstrate a lesson plan wherein students not only fulfill the curriculum objectives in Language Arts and Aerodynamics but also co-create a game! Subject: Language Arts Topic: Novel Study- “Hatchet” Timeline: This unit is expected to take six one hour-fifteen minutes periods. Lesson Plan/ Activities/ Assessment: (At a glance).
Task 3 20 minutes Discussion on digital games- based on survival. || Task 4 Task 4 Task 4 Task 4 Task 4 continue ... 15 minutes 15 minutes 35 minutes 35 minutes 35 minutes
|| Task 4 15 minutes. List the games.
Task 1 20 minutes. Listen to the C.D. of the Novel ‘Hatchet’ *You may read while the novel is being played on the C.D. Task 2 20 minutes Explore the game- *Customize the name player info. * Explore the navigation. Play the game. *Level 1. Puzzle 1. Task 4 15 minutes. Create a script for role-play Reflect and represent your thoughts and ideas. ‘Brain storm ideas by creating a‘wiki’.(you may want to collaborate at home on the script through the wiki) OR Create a comic-strip by adding narration using www.animoto.com or i-Movie. Reflect on what you would have done if you encountered a similar situation
Task 1 20 minutes. Listen to the C.D. of the Novel ‘Hatchet’ *You may read while the novel is being played on the C.D. Task 2 20 minutes Play the game *Level 1. Puzzle 1,2,3 Discuss the game *anything that interested /puzzled you Task 4 35 minutes. Continue the script for role-play. Reflect and represent your thoughts and ideas. Continue the wiki.(you may want to collaborate at home on the script through the wiki) OR Create a comic-strip by adding narration using www.animoto.com 0R iMovie. Reflect on what you would have done if you encountered a similar situation
Task 1 20 minutes. Listen to the C.D. of the Novel ‘Hatchet’ *You may read while the novel is being played on the C.D. Task 2 20 minutes Play the game. *Level 2. Puzzle 1,2,3 Task 3 10 minutes. Discuss the game *anything that interested /puzzled you Task 4 35 minutes. Continue the script for role-play. Reflect and represent your thoughts and ideas. Continue the wiki. .(you may want to collaborate at home on the script through the wiki) OR Create a comic-strip by adding narration using www.animoto.com 0R iMovie. Reflect on what you would have done if you encountered a similar situation
Task 1 20 minutes. Listen to the C.D. of the Novel ‘Hatchet’ *You may read while the novel is being played on the C.D. Task 2 20 minutes Play the game. *Level 3. Task 3 10 minutes. Discuss the game-larger group *anything that interested /puzzled you Task 4 35 minutes. Complete the script for role-play. Reflect and represent your thoughts and ideas. Post your script on D2L or Discussion Board.
Task 1 40 minutes. Visit each other’s wiki and respond to the script prepared. * You may suggest a different ending to the play/script. Reward for the hard work! Make a game on ‘Scratch’based on survival 20 minutes. Reward for Continue game on ‘Scratch’ based on survival You may use the next three Computer class- time for building your game. Link the game to your wiki (within 2 weeks)
Evaluation Rubric
Respect, Support & Collaborate.
Creativity
Learning Function
Content
Respect, Support & Collaborate
Game building, Aesthetics
Subject: Aerodynamics Topic: Timeline: This unit is expected to take six one hour-fifteen minutes periods.
Task 3 20 minutes Discussion on digital games- based on survival. || Task 4 Task 4 Task 4 Task 4 Task 4 continue ... 15 minutes 15 minutes 35 minutes 35 minutes 35 minutes
|| Task 4 15 minutes. List the games.
Task 1 20 minutes. Listen to the C.D. of the Novel ‘Hatchet’ *You may read while the novel is being played on the C.D. Task 2 20 minutes Explore the game- *Customize the name player info. * Explore the navigation. Play the game. *Level 1. Puzzle 1. Task 4 15 minutes. Create a script for role-play Reflect and represent your thoughts and ideas. ‘Brain storm ideas by creating a‘wiki’.(you may want to collaborate at home on the script through the wiki)
Task 1 20 minutes. Listen to the C.D. of the Novel ‘Hatchet’ *You may read while the novel is being played on the C.D. Task 2 20 minutes Play the game *Level 1. Puzzle 1,2,3 Discuss the game *anything that interested /puzzled you Task 4 35 minutes. Continue the script for role-play. Reflect and represent your thoughts and ideas. Continue the wiki.(you may want to collaborate at home on the script through the wiki)
Task 1 20 minutes. Listen to the C.D. of the Novel ‘Hatchet’ *You may read while the novel is being played on the C.D. Task 2 20 minutes Play the game. *Level 2. Puzzle 1,2,3 Task 3 10 minutes. Discuss the game *anything that interested /puzzled you Task 4 35 minutes. Continue the script for role-play. Reflect and represent your thoughts and ideas. Continue the wiki. .(you may want to collaborate at home on the script through the wiki)
Task 1 20 minutes. Listen to the C.D. of the Novel ‘Hatchet’ *You may read while the novel is being played on the C.D. Task 2 20 minutes Play the game. *Level 3. Task 3 10 minutes. Discuss the game-larger group *anything that interested /puzzled you Task 4 35 minutes. Complete the script for role-play. Reflect and represent your thoughts and ideas. Post your script on D2L or Discussion Board.
Task 1 40 minutes. Visit each other’s wiki and respond to the script prepared. * You may suggest a different ending to the play/script. Reward for the hard work! Make a game on ‘Scratch’based on survival 20 minutes. Reward for Continue game on ‘Scratch’ based on survival You may use the next three Computer class- time for building your game. Link the game to your wiki (within 2 weeks)
Evaluation Rubric
Respect, Support & Collaborate.
Creativity
Learning Function
Content
Respect, Support & Collaborate
Game building, Aesthetics
Rubric for evaluation purposes:
Elements for evaluation (Points)
Exceeds ExpectationsDemonstrates exceptional intuitive and immersive elements (3)
Meets Expectations Demonstrates the required intuitive and immersive elements (2)
Does not meet Expectation Does not demonstrate any intuitive and immersive elements. (1)
Content
Evidence of exceptional engagement in crafting, planning and executing a clear storyline or script for the role-play.
Adequate evidence of engagement in crafting, planning and executing a clear storyline or script for the role-play.
Limited or no evidence of engagement in crafting, planning and executing a clear storyline or script for the role-play.
Learning Function
Evidence of Multiple Learning Styles presented in the script as well as in the game.
Some Evidence of Learning Styles presented in the script as well as in the game
Little or no Evidence of Learning Styles presented in the script as well as in the game.
Game building
Very well made script for the game along with ease of navigation and rules.
Quite entertaining, with fairly made script for the game along with fairly ease of navigation and rules.
Less entertaining script, with complex navigation and rules of the game.
Aesthetic Elements
Evidence of Detailed and thorough visually appealing elements of graphic, sound and animation for an immersive gaming experience.
Evidence of Adequate visually appealing elements of graphic, sound and animation for an adequately immersive gaming experience.
Limited or superficial evidence of visually appealing elements of graphic, sound and animation, with no immersive gaming experience.
Collaboration and Co-creation.
Evidence of collaboration and sensitivity towards cultural differences
Adequate Evidence of collaboration and sensitivity towards cultural differences
Negligible or no Evidence of collaboration and sensitivity towards cultural differences
esign Decisions: The success of our game lies in alignment with the interests of the users. In order for the children to have fun with this game and come back to it day after day, it must appeal to them both in terms of content and presentation. Currently there are a lot of online games available and the game we design will need to compete with those. Hence we will need to keep in mind the aim of the project which is ensuring learners develop knowledge in a personal context. To fulfill these requirements we made a decision on the following elements: Ease of Navigation: We will ensure our game is easy to navigate. RBWB&UG provides some important guidelines to navigation with the most important idea being to allow users to find what they are looking for with ease and to “perform tasks in the same sequence and manner across similar conditions” (p. 11). In accordance with this principle of ‘consistency’ we have consistently placed the buttons ‘Back’, ‘Help’, and ‘Home’ on each screen. The ‘Back’ button will allow users to move back and the ‘Home’ button allows users to access the Home screen at each stage in the game. The ‘Help’ button on each of the pages will assist the users with difficulties and provide guidance (information on demand). Reducing Cognitive Load: The main screen of the game contains limited text that links to three main options: 'Settings’, ‘How to play’, and 'Exit’. Having these major options on the main screen provides users with the full breadth of options at a glance and reduces the cognitive load on the user. As recommended by Sweller in the Cognitive Load theory, “Increase working memory capacity by using auditory as well as visual information under conditions where both sources of information are essential (i.e. non-redundant) to understanding”. Retrieved from http://tip.psychology.org/sweller.htmlWe are trying to keep the ‘Back’, ‘Help’ and ‘Home’ button consistent on all the screens for ease of Navigation for the player. “Consistently including these navigational buttons on each screen helps users avoid ‘dead ends’ or ‘orphan pages’. (Preece, Rogers, &Sharp, 2002; RBWD&UG, p. 59). Aesthetics:
Brian’s Return
||
Final Project Document Assignment #5
By Lisa Soderquist Weatherby and Vanita Gupta
April 12, 2011
Prepared for Dr. Qing Li EDER 679.17 University of Calgary Table of Contents Introduction.......................................................................................... Rules to play the game ‘Brian’s Return’.............................................. Rationale and Purpose of the Game.................................................... Ways to use for learning....................................................................... Design Decisions...............................................................………… Our Assumptions.................................................................................. User testing.......................................................................................... Conclusion…………………………………………………............... Game Brochure.................................................................................... References............................................................................................ 1. Background Information - (can write about hatchet and Science and L.A. Connection) 2. Rules to play 'Brian's Return' - (How the game works in Scratch) 3. Ways to Use for learning - ( How someone would use it for learning) 4. Design Decisionsa) Ease of use, and aesthetics (Very streamlined layout. The players can easily see what is going on in all areas of the game. Very easy to understand the game and how to play it. The game is aesthetically pleasing) b)Choice of Learning goals (Extremely well articulated learning goals that best match the game. c)Engagement (Consistent emotional connection or tension / very interesting theme that strongly engages the imagination of the players/ the game was very fun to play)d)Flow and balance (No unnecessary procedures. Very few if any exceptions to rules. Very streamlined. No strategic loopholes. All luck elements are appropriate) 5. Our Assumptions (about the platform, its limitations, frustrations, success...etc) 6. User testing (Research on User testing and how we tested...) 7. Conclusion (the process of game building, how we intend to test it... etc) 8. Brochure (supporting doc and materials)
Introduction The goal of this project is to articulate and communicate the intended user experience in building a game and practicing effective digital game based teaching. The purpose of building this game is to integrate it with the curriculum and explore the possibilities of using Commercial Off the Shelf (COTS) games in classrooms. Specific objective of our game ‘Brian’s Return’ is to demonstrate reflective and critical thought about the value of digital game based learning and consider the changes required in education in order to realize the full potential of new teaching and learning technologies focusing on digital games. As Gee argues, “Good video games allow players to be not just passive consumers but also active producers who can customize their own learning experiences.”(Gee, p. 208). By building the game ‘Brian’s Return’ we hope to invite students to play the game and while being this situation customize their experience learning explorations and be able to relate to the novel. We also hope the students are able to relate and remember the parts of the air-plane control surface while playing the game. In this document our intent is also to reconsider the assumptions we made while developing our game, how it differed from our prototype and also record our Aha Moments! Rules to play the game ‘Brian’s Return’: Ways to Use for Learning: Design Decisions: The success of our game lies in alignment with the interests of the users. In order for the children to have fun with this game and come back to it day after day, it must appeal to them both in terms of content and presentation. Currently there are a lot of online games available and the game we design will need to compete with those. Hence we will need to keep in mind the aim of the project which is ensuring learners develop knowledge in a personal context. To fulfill these requirements we made a decision on the following elements: Ease of Navigation: We will ensure our game is easy to navigate. RBWB&UG provides some important guidelines to navigation with the most important idea being to allow users to find what they are looking for with ease and to “perform tasks in the same sequence and manner across similar conditions” (p. 11). In accordance with this principle of ‘consistency’ we have consistently placed the buttons ‘Back’, ‘Help’, and ‘Home’ on each screen. The ‘Back’ button will allow users to move back and the ‘Home’ button allows users to access the Home screen at each stage in the game. The ‘Help’ button on each of the pages will assist the users with difficulties and provide guidance (information on demand). Reducing Cognitive Load: The main screen of the game contains limited text that links to three main options: 'Settings’, ‘How to play’, and 'Exit’. Having these major options on the main screen provides users with the full breadth of options at a glance and reduces the cognitive load on the user. As recommended by Sweller in the Cognitive Load theory, “Increase working memory capacity by using auditory as well as visual information under conditions where both sources of information are essential (i.e. non-redundant) to understanding”. Retrieved from http://tip.psychology.org/sweller.htmlWe are trying to keep the ‘Back’, ‘Help’ and ‘Home’ button consistent on all the screens for ease of Navigation for the player. “Consistently including these navigational buttons on each screen helps users avoid ‘dead ends’ or ‘orphan pages’. (Preece, Rogers, &Sharp, 2002; RBWD&UG, p. 59). Aesthetics: Ease of use, and aesthetics (Very streamlined layout. The players can easily see what is going on in all areas of the game. Very easy to understand the game and how to play it. The game is aesthetically pleasing) b)Choice of Learning goals (Extremely well articulated learning goals that best match the game. c)Engagement (Consistent emotional connection or tension / very interesting theme that strongly engages the imagination of the players/ the game was very fun to play)d)Flow and balance (No unnecessary procedures. Very few if any exceptions to rules. Very streamlined. No strategic loopholes. All luck elements are appropriate)
Highlighted sentences indicates I'll come back to it after some portion of the game is built...
RUNNING HEAD: ‘BRIAN’S RETURN’ FINAL PROJECT
EDER 679.17
University of Calgary
Table of Contents
Introduction..........................................................................................
Rules to play the game ‘Brian’s Return’..............................................
Rationale and Purpose of the Game....................................................
Ways to use for learning.......................................................................
Design Decisions...............................................................…………
Our Assumptions..................................................................................
User testing..........................................................................................
Conclusion…………………………………………………...............
Game Brochure....................................................................................
References............................................................................................
1. Background Information - (can write about hatchet and Science and L.A. Connection)
2. Rules to play 'Brian's Return' - (How the game works in Scratch)
3. Ways to Use for learning - ( How someone would use it for learning)
4. Design Decisions a) Ease of use, and aesthetics (Very streamlined layout. The players can easily see what is going on in all areas of the game. Very easy to understand the game and how to play it. The game is aesthetically pleasing)
b)Choice of Learning goals (Extremely well articulated learning goals that best match the game.
c)Engagement (Consistent emotional connection or tension / very interesting theme that strongly engages the imagination of the players/ the game was very fun to play)d)Flow and balance (No unnecessary procedures. Very few if any exceptions to rules. Very streamlined. No strategic loopholes. All luck elements are appropriate)
5. Our Assumptions (about the platform, its limitations, frustrations, success...etc)
6. User testing (Research on User testing and how we tested...)
7. Conclusion (the process of game building, how we intend to test it... etc)
8. Brochure (supporting doc and materials)
Introduction
The goal of this project is to articulate and communicate the intended user experience in building a game and practicing effective digital game based teaching. The purpose of building this game is to integrate it with the curriculum and explore the possibilities of using Commercial Off the Shelf (COTS) games in classrooms. Specific objective of our game ‘Brian’s Return’ is to demonstrate reflective and critical thought about the value of digital game based learning and consider the changes required in education in order to realize the full potential of new teaching and learning technologies focusing on digital games. As Gee argues, “Good video games allow players to be not just passive consumers but also active producers who can customize their own learning experiences.”(Gee, p. 208). By building the game ‘Brian’s Return’ we hope to invite students to play the game and while being this situation customize their experience learning explorations and be able to relate to the novel. We also hope the students are able to relate and remember the parts of the air-plane control surface while playing the game. In this document our intent is also to reconsider the assumptions we made while developing our game, how it differed from our prototype and also record our Aha Moments!
Rules to play the game ‘Brian’s Return’:
Ways to Use for Learning:
The intent of making the digital game `Brian`s Return’ is to help the teachers make their lesson plan simpler yet enticing. We have kept Dr. Gee`s learning principles in mind. “Games can show us how to get people to invest in new identities or roles, which can in turn, become powerful motivators for new and deep learning in classrooms and workplaces”. (Gee, 2003). While working on this project we found our views aligning to the Enactivist approach. As Dr. Li suggests, “ Instead of focusing on a “single best sequence” of lessons for learning (Jonassen, 2001), teachers in enactivist classrooms build a rich learning world with abundant stimulation, but enough limits to guide students toward possible co-evolving patterns. Further, the physical, biological, and electronic systems are carefully crafted to merge together, resulting in a rich learning world.” (Li et al, p.13). Having researched and being convinced about the Enactivist approach, we decided to build a game encompassing multiple subject disciplines such as Aerodynamics, Language Arts, Computer Literacy, Science, Health etc. and suggest ways to use this game for learning while aligning to the Alberta Program of Studies catering to grade six. While playing the game, as Dr. Li suggests, “In this world, students are co-authors and designers of the learning environments toward the possible coevolving patterns.”(p.20). Hence while playing our game, ‘Brian’s Return’ students will not only be able to co-author and design an learning environment, they will also gain an improved understanding of team building, learn how to maintain and manage successful interpersonal relationships in order to collaborate effectively and also take charge of their learning.
We will now demonstrate a lesson plan wherein students not only fulfill the curriculum objectives in Language Arts and Aerodynamics but also co-create a game!
Subject: Language Arts
Topic: Novel Study- “Hatchet”
Timeline: This unit is expected to take six one hour-fifteen minutes periods.
Lesson Plan/ Activities/ Assessment: (At a glance).
Objectives.
20 minutes 20 minutes 20 minutes 20 minutes 20 minutes 15 minutes
20 minutes
Timeframe
20 minutes.
Listen to the C.D. of the Novel ‘Hatchet’
*You may read while the novel is being played on the C.D.
20 minutes 20 minutes 20 minutes 20 minutes 20 minutes
20 minutes
Literacy Circle-Discuss the narrative elements such as: Setting, Characters, Tone, etc.
|| Task 3 Task 3 Task 3 Task 3 Task 3 Task 2
20 minutes 20 minutes 20 minutes 20 minutes 20 minutes 60 minutes
||
Task 3
20 minutes
Discussion on digital games- based on survival.
|| Task 4 Task 4 Task 4 Task 4 Task 4 continue ...
15 minutes 15 minutes 35 minutes 35 minutes 35 minutes
||
Task 4
15 minutes.
List the games.
20 minutes.
Listen to the C.D. of the Novel ‘Hatchet’
*You may read while the novel is being played on the C.D.
Task 2
20 minutes
Explore the game-
*Customize the name player info.
* Explore the navigation.
Play the game.
*Level 1.
Puzzle 1.
Task 4
15 minutes.
Create a script for role-play
Reflect and
represent your thoughts and ideas.
‘Brain storm ideas by creating a‘wiki’.(you may want to collaborate at home on the script through the wiki)
OR
Create a comic-strip by adding narration using www.animoto.com
or i-Movie.
Reflect on what you would have done if you encountered a similar situation
20 minutes.
Listen to the C.D. of the Novel ‘Hatchet’
*You may read while the novel is being played on the C.D.
Task 2
20 minutes
Play the game
*Level 1.
Puzzle 1,2,3
Discuss the game
*anything that interested /puzzled you
Task 4
35 minutes.
Continue the script for role-play.
Reflect and
represent your thoughts and ideas.
Continue the wiki.(you may want to collaborate at home on the script through the wiki)
OR
Create a comic-strip by adding narration using www.animoto.com
0R iMovie.
Reflect on what you would have done if you encountered a similar situation
20 minutes.
Listen to the C.D. of the Novel
‘Hatchet’
*You may read while the novel is being played on the C.D.
Task 2
20 minutes
Play the game.
*Level 2.
Puzzle 1,2,3
Task 3
10 minutes.
Discuss the game
*anything that interested /puzzled you
Task 4
35 minutes.
Continue the script for role-play.
Reflect and
represent your thoughts and ideas.
Continue the wiki. .(you may want to collaborate at home on the script through the wiki)
OR
Create a comic-strip by adding narration using www.animoto.com
0R iMovie.
Reflect on what you would have done if you encountered a similar situation
20 minutes.
Listen to the C.D. of the Novel ‘Hatchet’
*You may read while the novel is being played on the C.D.
Task 2
20 minutes
Play the game.
*Level 3.
Task 3
10 minutes.
Discuss the game-larger group
*anything that interested /puzzled you
Task 4
35 minutes.
Complete the script for role-play.
Reflect and
represent your thoughts and ideas.
Post your script on D2L or Discussion Board.
40 minutes.
Visit each other’s wiki and respond to the script prepared.
* You may suggest a different ending to the play/script.
Reward for the hard work!
Make a game on ‘Scratch’ based on survival
20 minutes.
Reward for
Continue
game on ‘Scratch’ based on survival
You may use the next three Computer class- time for building your game.
Link the game to your wiki (within 2 weeks)
Rubric
& Collaborate.
& Collaborate
Subject: Aerodynamics
Topic:
Timeline: This unit is expected to take six one hour-fifteen minutes periods.
Objectives.
20 minutes 20 minutes 20 minutes 20 minutes 20 minutes 15 minutes
20 minutes
Timeframe
20 minutes.
Listen to the C.D. of the Novel ‘Hatchet’
*You may read while the novel is being played on the C.D.
20 minutes 20 minutes 20 minutes 20 minutes 20 minutes
20 minutes
Literacy Circle-Discuss the narrative elements such as: Setting, Characters, Tone, etc.
|| Task 3 Task 3 Task 3 Task 3 Task 3 Task 2
20 minutes 20 minutes 20 minutes 20 minutes 20 minutes 60 minutes
||
Task 3
20 minutes
Discussion on digital games- based on survival.
|| Task 4 Task 4 Task 4 Task 4 Task 4 continue ...
15 minutes 15 minutes 35 minutes 35 minutes 35 minutes
||
Task 4
15 minutes.
List the games.
20 minutes.
Listen to the C.D. of the Novel ‘Hatchet’
*You may read while the novel is being played on the C.D.
Task 2
20 minutes
Explore the game-
*Customize the name player info.
* Explore the navigation.
Play the game.
*Level 1.
Puzzle 1.
Task 4
15 minutes.
Create a script for role-play
Reflect and
represent your thoughts and ideas.
‘Brain storm ideas by creating a‘wiki’.(you may want to collaborate at home on the script through the wiki)
20 minutes.
Listen to the C.D. of the Novel ‘Hatchet’
*You may read while the novel is being played on the C.D.
Task 2
20 minutes
Play the game
*Level 1.
Puzzle 1,2,3
Discuss the game
*anything that interested /puzzled you
Task 4
35 minutes.
Continue the script for role-play.
Reflect and
represent your thoughts and ideas.
Continue the wiki.(you may want to collaborate at home on the script through the wiki)
20 minutes.
Listen to the C.D. of the Novel
‘Hatchet’
*You may read while the novel is being played on the C.D.
Task 2
20 minutes
Play the game.
*Level 2.
Puzzle 1,2,3
Task 3
10 minutes.
Discuss the game
*anything that interested /puzzled you
Task 4
35 minutes.
Continue the script for role-play.
Reflect and
represent your thoughts and ideas.
Continue the wiki. .(you may want to collaborate at home on the script through the wiki)
20 minutes.
Listen to the C.D. of the Novel ‘Hatchet’
*You may read while the novel is being played on the C.D.
Task 2
20 minutes
Play the game.
*Level 3.
Task 3
10 minutes.
Discuss the game-larger group
*anything that interested /puzzled you
Task 4
35 minutes.
Complete the script for role-play.
Reflect and
represent your thoughts and ideas.
Post your script on D2L or Discussion Board.
40 minutes.
Visit each other’s wiki and respond to the script prepared.
* You may suggest a different ending to the play/script.
Reward for the hard work!
Make a game on ‘Scratch’ based on survival
20 minutes.
Reward for
Continue
game on ‘Scratch’ based on survival
You may use the next three Computer class- time for building your game.
Link the game to your wiki (within 2 weeks)
Rubric
& Collaborate.
& Collaborate
Rubric for evaluation purposes:
(Points)
(3)
Demonstrates the required intuitive and immersive elements
(2)
Does not demonstrate any intuitive and immersive elements.
(1)
esign Decisions:
The success of our game lies in alignment with the interests of the users. In order for the children to have fun with this game and come back to it day after day, it must appeal to them both in terms of content and presentation. Currently there are a lot of online games available and the game we design will need to compete with those. Hence we will need to keep in mind the aim of the project which is ensuring learners develop knowledge in a personal context. To fulfill these requirements we made a decision on the following elements:
Ease of Navigation:
We will ensure our game is easy to navigate. RBWB&UG provides some important guidelines to navigation with the most important idea being to allow users to find what they are looking for with ease and to “perform tasks in the same sequence and manner across similar conditions” (p. 11). In accordance with this principle of ‘consistency’ we have consistently placed the buttons ‘Back’, ‘Help’, and ‘Home’ on each screen. The ‘Back’ button will allow users to move back and the ‘Home’ button allows users to access the Home screen at each stage in the game. The ‘Help’ button on each of the pages will assist the users with difficulties and provide guidance (information on demand).
Reducing Cognitive Load:
The main screen of the game contains limited text that links to three main options: 'Settings’, ‘How to play’, and 'Exit’. Having these major options on the main screen provides users with the full breadth of options at a glance and reduces the cognitive load on the user. As recommended by Sweller in the Cognitive Load theory, “Increase working memory capacity by using auditory as well as visual information under conditions where both sources of information are essential (i.e. non-redundant) to understanding”. Retrieved from http://tip.psychology.org/sweller.html We are trying to keep the ‘Back’, ‘Help’ and ‘Home’ button consistent on all the screens for ease of Navigation for the player. “Consistently including these navigational buttons on each screen helps users avoid ‘dead ends’ or ‘orphan pages’. (Preece, Rogers, &Sharp, 2002; RBWD&UG, p. 59).
Aesthetics:
Brian’s Return
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EDER 679.17
University of Calgary
Table of Contents
Introduction..........................................................................................
Rules to play the game ‘Brian’s Return’..............................................
Rationale and Purpose of the Game....................................................
Ways to use for learning.......................................................................
Design Decisions...............................................................…………
Our Assumptions..................................................................................
User testing..........................................................................................
Conclusion…………………………………………………...............
Game Brochure....................................................................................
References............................................................................................
1. Background Information - (can write about hatchet and Science and L.A. Connection)
2. Rules to play 'Brian's Return' - (How the game works in Scratch)
3. Ways to Use for learning - ( How someone would use it for learning)
4. Design Decisions a) Ease of use, and aesthetics (Very streamlined layout. The players can easily see what is going on in all areas of the game. Very easy to understand the game and how to play it. The game is aesthetically pleasing)
b)Choice of Learning goals (Extremely well articulated learning goals that best match the game.
c)Engagement (Consistent emotional connection or tension / very interesting theme that strongly engages the imagination of the players/ the game was very fun to play)d)Flow and balance (No unnecessary procedures. Very few if any exceptions to rules. Very streamlined. No strategic loopholes. All luck elements are appropriate)
5. Our Assumptions (about the platform, its limitations, frustrations, success...etc)
6. User testing (Research on User testing and how we tested...)
7. Conclusion (the process of game building, how we intend to test it... etc)
8. Brochure (supporting doc and materials)
Introduction
The goal of this project is to articulate and communicate the intended user experience in building a game and practicing effective digital game based teaching. The purpose of building this game is to integrate it with the curriculum and explore the possibilities of using Commercial Off the Shelf (COTS) games in classrooms. Specific objective of our game ‘Brian’s Return’ is to demonstrate reflective and critical thought about the value of digital game based learning and consider the changes required in education in order to realize the full potential of new teaching and learning technologies focusing on digital games. As Gee argues, “Good video games allow players to be not just passive consumers but also active producers who can customize their own learning experiences.”(Gee, p. 208). By building the game ‘Brian’s Return’ we hope to invite students to play the game and while being this situation customize their experience learning explorations and be able to relate to the novel. We also hope the students are able to relate and remember the parts of the air-plane control surface while playing the game. In this document our intent is also to reconsider the assumptions we made while developing our game, how it differed from our prototype and also record our Aha Moments!
Rules to play the game ‘Brian’s Return’:
Ways to Use for Learning:
Design Decisions:
The success of our game lies in alignment with the interests of the users. In order for the children to have fun with this game and come back to it day after day, it must appeal to them both in terms of content and presentation. Currently there are a lot of online games available and the game we design will need to compete with those. Hence we will need to keep in mind the aim of the project which is ensuring learners develop knowledge in a personal context. To fulfill these requirements we made a decision on the following elements:
Ease of Navigation:
We will ensure our game is easy to navigate. RBWB&UG provides some important guidelines to navigation with the most important idea being to allow users to find what they are looking for with ease and to “perform tasks in the same sequence and manner across similar conditions” (p. 11). In accordance with this principle of ‘consistency’ we have consistently placed the buttons ‘Back’, ‘Help’, and ‘Home’ on each screen. The ‘Back’ button will allow users to move back and the ‘Home’ button allows users to access the Home screen at each stage in the game. The ‘Help’ button on each of the pages will assist the users with difficulties and provide guidance (information on demand).
Reducing Cognitive Load:
The main screen of the game contains limited text that links to three main options: 'Settings’, ‘How to play’, and 'Exit’. Having these major options on the main screen provides users with the full breadth of options at a glance and reduces the cognitive load on the user. As recommended by Sweller in the Cognitive Load theory, “Increase working memory capacity by using auditory as well as visual information under conditions where both sources of information are essential (i.e. non-redundant) to understanding”. Retrieved from http://tip.psychology.org/sweller.html We are trying to keep the ‘Back’, ‘Help’ and ‘Home’ button consistent on all the screens for ease of Navigation for the player. “Consistently including these navigational buttons on each screen helps users avoid ‘dead ends’ or ‘orphan pages’. (Preece, Rogers, &Sharp, 2002; RBWD&UG, p. 59).
Aesthetics:
Ease of use, and aesthetics (Very streamlined layout. The players can easily see what is going on in all areas of the game. Very easy to understand the game and how to play it. The game is aesthetically pleasing)
b)Choice of Learning goals (Extremely well articulated learning goals that best match the game.
c)Engagement (Consistent emotional connection or tension / very interesting theme that strongly engages the imagination of the players/ the game was very fun to play)d)Flow and balance (No unnecessary procedures. Very few if any exceptions to rules. Very streamlined. No strategic loopholes. All luck elements are appropriate)